Analysis of Conduct Skills Development Facilitation Report

This report delves into the realm of skills development facilitation, focusing on its significance within organizations, particularly in South Africa. It outlines the crucial role of skills development facilitators in developing Workplace Skills Plans and highlights the application of Critical Cross-Cultural Field Outcomes (CCFOs) to enhance employee and employer skills. The report identifies common organizational issues, such as gaps in knowledge and poor HRD policy awareness, and proposes solutions through effective training and strategic planning. It also emphasizes the importance of teamwork, ETD strategies, and the effective management of responsibilities. The report discusses the use of various communication methods, including visual and mathematical modes, and the integration of online training platforms to customize learning experiences. Ultimately, the report concludes that effective training positively impacts organizational profitability and employee satisfaction, emphasizing the significance of Education, Training, and Development (ETD) in fostering skill development.

Running head: CONDUCT SKILLS DEVELOPMENT FACILITATION
Conduct Skills Development Facilitation
Name of the Student
Name of the Organization
Author note

1CONDUCT SKILLS DEVELOPMENT FACILITATION
The sole purpose of skill development facilitation is to provide proper planning,
implementation and training to the employees of an organization. Skill development facilitation
in an organization is crucial since it enhances the skills of both the employees and the employers
in an organization by developing an effective Workplace Skills Plan. In South Africa, the
Education, Training and Development Practices Sector, Education and Training Authority is
working on promoting and facilitating the improvement and development of the skills of the
employees and employers in the workplace.
SWOT Analysis of the company
Strengths: Quality of the facilities offered, reputation of the organization.
Weaknesses: Gaps in knowledge and skills of the employees, financial issues, management and
leadership issues.
Opportunities: Strategic alliances and acquisitions, taking advantages of new trends.
Threats: Loss of major consumers.
Several Critical Cross Cultural Field Outcomes (CCFOs) are applied by us to enhance the
skills of employers and employees of South African Organization. The first CCFO that is applied
by us includes identification and solving issues faced by the organization. Being a team of Skill
development facilitators, our team has faced several problems associated with organizing and
planning of learning opportunities and various difficulties of the learners (Allais 2012). Some of
the issues identified are lack of departmental skill plans, poor understanding and awareness about
Human Resource Development (HRD) policies among the employees, poor skill development
practicing, inefficient functioning of consultative committees and poor support by stakeholders.

2CONDUCT SKILLS DEVELOPMENT FACILITATION
In order to solve the issues with the knowledge of employees, effective training needs to be
provided. Proper learning and training should be provided to the managers of the organization in
order to deal with lack of organizational plan. We need to create ideal workplace environment
for active participation of the stakeholders. This CCFO not only enhance my knowledge about
organizational issues but enhance my skill of solving organizational problem.
The second CCFO applied includes effectively analyze, design and deliver the ETD
strategies in South African Organizations, it is important for each one of us to maintain the unity
of our team. In order to analyze the issues, we conduct interviews with managers, supervisors
and employees. Then a draft is created from the information collected. Once the gaps of the
organization are obtained, training and occupational knowledge is provided in order to feel up
the gaps (Hynes 2012). In order to perform the above mentioned tasks effectively, we require the
cooperation of the employees and the employers of the organization. The basic function of a
skills development facilitator involves assisting the employers and the employee to develop a
Workplace Skills Plan (WSP) and submit the plan to the relevant SETA. This CCFO enable me
to understand the importance of working as a team. Thus I will be able to apply this knowledge
in my future practice.
Thirdly, we applied the CCFO that includes teaching both the employers and employees
to manage and organize their responsibilities effectively (Boese 2013). For this, we provide both
online and offline training to the employees. Conduction of training imposes positive impact on
our practice as it enables us to understand the various issues faced by the employees to properly
understand the training. This in turn, enables us to eradicate the issues during future
implementation of issues.

3CONDUCT SKILLS DEVELOPMENT FACILITATION
Fourthly we implement the CCFO that involves collection, organization and evaluation of
the information. Another CCFO implemented by us includes communication with the employees
with the help of both visual and mathematical modes of communication. Therefore we need to
collect, analyze and organize the information obtained from interviewing the staffs and then
critically evaluate strategies in order to create the perfect Workplace Skill Plan. While visual
methods of communication involves showing documentaries and Power Point demonstrations,
mathematical communication involves showing statistical data and graphs (Simons and
Buitendach 2013). In order to understand the effectiveness of the training, we give and receive
constant feedback to and from the employees. Apart from this, advanced technologies are also
used for training purposes (Navimipour and Zareie 2015). We provide both online and offline
trainings to the employees so that they can have access to the training materials whenever
needed. One of the crucial benefits of providing online training is that online training allows us
to customize training based on each employee’s needs and preferences. This service provided by
us enable us learn about the different type of implementations of technologies in training. This
knowledge will help us to use to use these technologies effectively in future.
Thus it can be concluded that effective training provided to the managers, supervisors and
employees of an organization enhances the overall profit of that organization. Education, training
and development practices do have a highly positive impact on skill development of both the
employees and employers within the occupational field. The necessity of ETD in an organization
is evidenced when performance appraisal indicates the requirement of employee training.
Effective ETD enhances the morale job satisfaction among both the employers and the
employees. It also enhances employee motivation. Apart from this, the organization also gets
benefited due to the enhancement of efficiency of the employees resulting in financial gain.

4CONDUCT SKILLS DEVELOPMENT FACILITATION
Reference List:
Allais, S., 2012. Will skills save us? Rethinking the relationships between vocational
education, skills development policies, and social policy in South Africa. International
Journal of Educational Development, 32(5), pp.632-642.
Boese, T., Cato, M., Gonzalez, L., Jones, A., Kennedy, K., Reese, C., Decker, S.,
Franklin, A.E., Gloe, D., Lioce, L. and Meakim, C., 2013. Standards of best practice:
Simulation standard V: Facilitator. Clinical Simulation in Nursing, 9(6), pp.S22-S25.
Hynes, G.E., 2012. Improving employees’ interpersonal communication competencies: A
qualitative study. Business Communication Quarterly, 75(4), pp.466-475.
Navimipour, N.J. and Zareie, B., 2015. A model for assessing the impact of e-learning
systems on employees’ satisfaction. Computers in Human Behavior, 53, pp.475-485.
Simons, J.C. and Buitendach, J.H., 2013. Psychological capital, work engagement and
organisational commitment amongst call centre employees in South Africa. SA Journal of
Industrial Psychology, 39(2), pp.1-12.